Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample

This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper “Family Engagement in Education and Intervention”.     

Longitudinal relations among school context,school-based parent involvement,and academic achievement of Chinese American children in immigrant families

Immigrant families face multiple barriers to engaging with children's schools. Yet, school-based parent involvement has been associated with academic and behavioral benefits for children of immigrant families. Although past research has examined links between family contextual factors and parent involvement, less is known about the links between school contextual factors and parent involvement in immigrant families. Identifying socio-cultural barriers to parent involvement across home and school contexts can inform culturally competent family engagement interventions serving immigrant families. In a two-wave (1.5 years apart) longitudinal study of a community-based sample of Chinese American children (N = 210, beginning age = 5.8–9.1 years) attending over 80 schools in a metropolitan area, we assessed school-based parent involvement behaviors and parent involvement-related psychological processes (i.e., parent-teacher relationship quality, parents' endorsement of schools, teachers' perceptions of parents) using parent and teacher report. First, results indicated that significant positive associations were found between school-based parent involvement behaviors and parent involvement-related psychological processes (rs = 0.36–0.53). Next, multi-level modeling was conducted to test concurrent relations of Wave 1 school contextual factors to all four parent involvement constructs (controlling for family-level factors), as well as testing the prospective relations of parent involvement at Wave 1 to children's academic achievement at Wave 2. Student body diversity of schools was negatively associated with school-based parent involvement (rs = −0.18, −0.17), parent-rated parent-teacher relationship quality (r = −0.18), and parents' endorsement of schools (r = −0.36). The concentration of Asian students at schools and schoolwide achievement were negatively associated with teachers' perceptions of parents (rs = −0.18, −0.20). However, neither school contextual factors nor school-based parent involvement at Wave 1 uniquely predicted children's academic achievement at Wave 2. Implications of findings for understanding and addressing barriers to engaging Chinese American immigrant families in their children's schools are discussed.     

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

The present study is a large-scale randomized trial testing the effects of a family–school partnership model (i.e., Conjoint Behavioral Consultation, CBC) for promoting behavioral competence and decreasing problem behaviors of children identified by their teachers as disruptive. CBC is a structured approach to problem-solving that involves consultants, parents, and teachers. The effects of CBC on family variables that are commonly associated with important outcomes among school-aged children (i.e., family involvement and parent competence in problem solving), as well as child outcomes at home, were evaluated. Participants were 207 children with disruptive behaviors from 91 classrooms in 21 schools in kindergarten through grade 3 and their parents and teachers. Results indicated that there were significantly different increases in home–school communication and parent competence in problem solving for participants in the CBC relative to control group. Likewise, compared to children in the control group, children in the CBC group showed significantly greater decreases in arguing, defiance, noncompliance, and tantrums. The degree of family risk moderated parents' competence in problem solving and children's total problem behaviors, teasing, and tantrums.     

Adoptees' Contact with Birth Parents in Emerging Adulthood: The Role of Adoption Communication and Attachment to Adoptive Parents

As adoptees transition to adulthood, their roles in the family may shift, providing them with opportunities to have increasing autonomy in their decisions about contact and initiating conversations about adoption. Research has often focused more on adoptees as children, yet in emerging adulthood, there are important shifts in the life roles and relationships of adoptees during which adoptive parents continue to be meaningful. This study examined associations among attachment and communication within the adoptive family during adulthood with emerging adult adoptees' experience of birth family contact (frequency of and satisfaction with birth family contact), in a sample of 167 emerging adults with varied contact with birth family (from no contact to frequent contact). Results suggest that perceptions of secure parent–child attachment relationships, as well as sensitive and open communication with adoptive parents about adoption, continue to be important for emerging adult adoptees and lead to greater satisfaction for adoptees with birth parent contact—regardless of whether adoptees actually have birth family contact. In particular, positive family communication about adoption during adulthood was predictive of satisfaction with birth parent contact. Limitations and implications are discussed.     

Family ties after divorce: long-term implications for children

Drawing on the data from the longitudinal Binuclear Family Study, 173 grown children were interviewed 20 years after their parents' divorce. This article addresses two basic questions: (1) What impact does the relationship between parents have on their children 20 years after the divorce? and (2) When a parent remarries or cohabits, how does it impact a child's sense of family? The findings show that the parental subsystem continues to impact the binuclear family 20 years after marital disruption by exerting a strong influence on the quality of relationships within the family system. Children who reported that their parents were cooperative also reported better relationships with their parents, grandparents, stepparents, and siblings. Over the course of 20 years, most of the children experienced the remarriage of one or both parents, and one third of this sample remembered the remarriage as more stressful than the divorce. Of those who experienced the remarriage of both of their parents, two thirds reported that their father's remarriage was more stressful than their mother's. When children's relationships with their fathers deteriorated after divorce, their relationships with their paternal grandparents, stepmother, and stepsiblings were distant, negative, or nonexistent. Whether family relationships remain stable, improve, or get worse is dependent on a complex interweaving of many factors. Considering the long‐term implications of divorce, the need to emphasize life course and family system perspectives is underscored.     

Parent involvement in school: English speaking versus Spanish speaking families

The purpose of the present study was to explore the relationships between three predictor variables (attitude toward school, parent-child communication, and school commitment action) and the criterion variable (parent involvement) in a representative sample and to examine if these relationships were consistent across three groups (English speaking Caucasian family, English speaking Latino family, and Spanish speaking Latino families). Using a national database (N = 9.841), multi-group SEM analyses were conducted to investigate the relationship between three predictor variables and the criterion variable in three family groups. While all three predictor variables significantly predicted parent involvement in English speaking Caucasian and Latino families, only two variables (parent-child communication and school commitment actions), significantly predicted parent involvement in Spanish speaking Latino families. The results of this study suggest that when administrators, teachers and counselors in school strive to share specific school-related information with Latino families, Spanish speaking families are more likely to become involved with schools.     

How young adults address their parents reflects their perception of parenting

A speaker's use of a title for the listener shows the speaker's deference to the listener. Previous studies suggested that the use of kinship terms in the family also shows deference to the listener. The present study focused on young adults' use of kinship terms for their parents to investigate whether their use of kinship terms reflects their perception of their parenting. The participants were 329 Japanese college students, who answered a questionnaire about their forms of address for their parents, perceived parental emotional accessibility, and perceived parental control. They also reported their satisfaction with their parent–child relationships and the frequency of parent–child communication. The results suggest that young adults who use kinship terms for their parents perceive their parents to be more emotionally accessible and communicate with their parents more than those who do not. Young adults who use kinship terms for their father are also more satisfied with their father–child relationships than those who do not. Young adults' use of kinship terms might signal not only their deference to their parents, but also their acceptance of their parent–child relationships.     

Fathers' caregiving in low-income African–American and Hispanic–American families

The present study assessed fathers' and mothers' relative involvement in infant caregiving tasks in 34 low-income African–American and Hispanic–American families. Analysis showed that involvement in childcare differed as a function of the gender of the parent. Fathers spent one half the time mothers did in caregiving. However, fathers' and mothers' participation in caregiving did not vary as a function of ethnic group. African–American parents reported to have received more family support than Hispanic–American parents. Although relationships were noted between age, income, education, length of marriage, social support, and involvement in infant caregiving, these sociodemographic variables did not predict parents' participation in childcare. The results are discussed in relation to the preconceived notion that low-income, minority fathers are ‘uninvolved’. ©1997 John Wiley & Sons, Ltd.     

System functioning in families with ADHD and non-ADHD sons

Eighteen families with hyperactive 6- to 12-year-old sons and 19 families with normal 6- to 12-year-old sons were observed discussing childrearing concerns in mother-father-son triads. Parents also completed questionnaires assessing marital and parent-child relationships. Observational ratings indicated that the hyperactive sons misbehaved more and exhibited less adaptive and age-appropriate behavior than did the comparison sons. The parents' self-report data indicated that the parents of hyperactive sons spent more time discussing their sons' problems and blaming their sons for family problems relative to parents of comparison sons. The parents of hyperactive sons also reported that their sons' problems distracted them from other marital and family concerns more than did parents of comparison sons. Nevertheless, parents of hyperactive sons did not report greater marital satisfaction or a greater sense of being unified by their sons' problems. Consistent with previous findings, families of hyperactive sons also did not report or exhibit more marital conflict than did families of comparison sons. This discussion focuses on the usefulness of a systems approach for understanding the interdependence among relationships within families.     

Differential perceptions of and feelings about sibling children: implications for research on parenting stress

Parenting stress is influenced by parents' perceptions of their relationships with their children, which can vary widely for each parent depending on which child in the family is being considered. Because this within‐parent variation is rarely studied, we investigated some of the differential perceptions that arise with respect to children's behaviour problems and parent–child negativity/positivity. Participants included a national sample of adoptive parents of 486 pairs of genetically unrelated siblings. Mothers reported different perceptions of their sibling children, and within the family, the child who was rated higher in behaviour problems also was regarded with more negativity and less positivity. Furthermore, the magnitude of the difference was uncorrelated with various indicators of the family and home environment, including parental education and occupational prestige, type of housing and crowding in the home, and progressive versus traditional childrearing attitudes. This pattern of results was consistent with three previously published sibling studies utilizing similar methods. The results point to the importance of examining child effects and within‐parent differences in subjective aspects of the parenting experience. Copyright © 2005 John Wiley & Sons, Ltd.     

Parents' cognitions and expectations about their pre‐school children: The contribution of parental anxiety and child anxiety

This study investigated the relative associations between parent and child anxiety and parents' cognitions about their children. One hundred and four parents of children aged 3–5 years completed questionnaires regarding their own anxiety level, their child's anxiety level and their cognitions about the child, specifically parents' expectations about child distress and avoidance, and parents' perceived control over child mood and behaviour. Both parent anxiety and parent report of child anxiety were significantly associated with parents' cognitions. Specifically, parent report of child anxiety correlated significantly with parent locus of control generally and, more specifically, with parental expectations and perceived control of child anxious mood and behaviour. Parent anxiety correlated significantly with locus of control and parents' expectations of child anxious mood and behaviour. Furthermore, when both child and parent anxiety were taken into account, only parental anxiety remained significantly associated with parental locus of control and perceived control of child anxious behaviour. For parents' perceived control of child anxious mood, only child anxiety remained significantly associated. The results suggest that parents' perceived control over their children's behaviour may primarily reflect parental anxiety, rather than child anxiety. Parental anxiety may, therefore, present an important target for interventions that aim to change parent's cognitions and behaviour.     

Domestic tasks,gender egalitarian values and children's gender typing in conventional and nonconventional families

Relationships between gender egalitarian values, family lifestyles, and children's gender typing were studied among 156 Euro-American, working to upper middle class nonconventional families, and a comparison sample of 51 two-parent, married couples. Did efforts to alter domestic task allocation in nonconventional countercultural families influence children's gender typing at age six? Children's gender typing scores were not directly related to patterns of task assignment, although they were moderately correlated with parents' gender egalitarian values and nonconventional lifestyles. The nonconventional families tended to have children displaying less stereotyping of male objects, and more non gender-typed responses. These effects were stronger among girls. Household organization (single parent, married or unmarried couple, or commune), regardless of family lifestyle and values, was strongly related to shared vs. more exclusive forms of task assignment. Mothers' egalitarian values also were associated with more shared tasks. The effects of shared domestic tasks in the home on children's gender typing seemed to be indirect, mediated by the child's sex and the meaning parents attached to their task assignment in the home.     

Parent–adolescent communication in foster,inter‐country adoptive,and biological Italian families: Gender and generational differences

There is a paucity of studies aimed at comparing how parents and children in different family structures cope with the challenges posed by the adolescence transition; in particular, there are few studies aimed at comparing adoptive and foster families. In order to partially fill this gap, the principal aims of the present study were to verify whether there are differences in parent–child communication among foster, intercountry adoptive, and biological families according to the adolescents' gender, and to compare the perceptions of parents and adolescents concerning parent–child communication. Data were elaborated on two levels: a generational level (adolescent's and his/her parents' perceptions among the three family groups) and a dyadic level (mother–child and father–child perceptions). The sample was composed of 276 Italian families with adolescents aged between 11 and 17 (81 foster, 98 international adoptive, and 97 biological families). Subjects (mothers, fathers, and children) filled out a questionnaire including the Parent–Adolescent Communication Scale (Barnes & Olson, 1985 ). Results highlighted that in foster families, parent–child communication showed more difficulties from both the adolescent's and the parents' point of view. Adoptive adolescents, however, reported a more positive communication with both their parents than did their peers living in biological and foster families. At a dyadic level, some differences emerged among the three groups. In biological families, a more pronounced distance emerged between parents and children. In adoptive families, father and adolescent shared more similar perceptions, whereas a significant discrepancy emerged between mother and child. A higher level of perceptual congruence between adolescents and parents was found in foster families. Gender differences were also seen: Mothers experienced a more open communication with their children than did fathers, and adolescents, and above all females, communicated better with their mothers than with their fathers in all three family groups.     

Breaking Down Barriers: Museum as Broker of Home/School Collaboration

ABSTRACT

Parents have a major influence on children's learning, yet parent involvement remains weak in many communities. This article addresses the role of a museum in bringing home and school together, describing results from 2 complementary studies of a museum-designed and -implemented parent involvement program. The first study was an exploratory, mixed-methods investigation designed to understand the program's impact on parents' engagement in their children's learning. The second study used a grounded theory approach to develop theoretical hypotheses about the programmatic mechanisms that facilitated parents' engagement. In terms of impact, the program gave parents a platform through which to create new and more meaningful spaces for connecting to their children's learning, including conceptual spaces, social spaces, and physical spaces. In terms of mechanisms, the program first helped parents to build relevant capital and then to author new and relevant ways of engaging with their children's schooling. Taken together, study results broaden current thinking about the spaces in which parent engagement occurs and emphasize the important community-based role that museums can play to bring parents and schools together in support of children's development.     

A Seven‐Year Follow‐Up Study on Parents' Expectations of Their Children's Further Education

This study examined the role of parents' perceptions of their children's competencies and their educational optimism in forming expectations of their children's further education. A group of parents (N = 352) were asked to estimate the probability of their children's entering gymnasium or vocational school and to assess the child's competencies in the course of primary school years. Parents had crystallized anticipations of their children's further education as early as preschool, and the differences bound to parents' education and child's gender were well established in their expectations. By the end of the 7^th school year, the relationships between the expectations and the competence assessments strengthened and became more uniform among parents, although there were also group‐specific profiles.     

Culturally Competent Family Therapy with Latino/Anglo-American Adolescents: Facilitating Identity Formation

On two occasions separated by one year, Chinese adolescents (N = 2,758) responded to instruments measuring their perceived parent-adolescent trust (i.e., paternal trust of the child and the child's trust of the parent) and other dimensions of parent-child relational qualities (satisfaction with parental control, readiness to communicate with the parent, and global satisfaction with the parent-child relationship). Results showed that perceived parent-adolescent trust was concurrently and longitudinally related to other dimensions of parent-child relational qualities. Multiple regression analyses suggest that the relations between perceived parent-adolescent trust and different dimensions of parent-child relational qualities over time were bidirectional in nature. Relative to perceived paternal trust of the adolescent child, adolescent child's trust of their parents exerted a stronger influence on different dimensions of parent-adolescent relational qualities, particularly in the father-adolescent dyad. While the influence of the child's readiness to communicate with the parents on parent-adolescent trust was weak in the father-adolescent dyad, the influence of global satisfaction with the parent-adolescent relationship on parent-adolescent trust was weak in the mother-adolescent dyad. The implications of the present findings on parent education and family therapy are discussed.     

Family Involvement in Residential Treatment: Staff, Parent, and Adolescent Perspectives

We conducted interviews with staff members, parents, and adolescents at a residential treatment center to examine the frequency, nature, and satisfaction with contact between parents and adolescents and parents and staff. We also assessed perceived barriers to family involvement and possible solutions for improving this involvement. Results indicated that there is more contact between parents and adolescents than in previous studies. In addition, contact between parents and staff occurred frequently, although there were discrepancies regarding their reasons for the contact. Most parents and adolescents reported that the amount of contact was adequate, but the majority of staff members perceived there to be not enough contact. Adolescents reported that there was not enough contact with secondary sources of support, most often other family members. Barriers to family involvement included transportation, parent responsibilities and personal problems, and legal issues. In addition, parents reported that strained family relationships and problematic adolescent behavior interfered with their involvement. The need for residential treatment centers to broaden services to include parents as well as members of the larger support network is discussed.     

Parent-adolescent communication, family functioning, and school performance

This paper presents the results of a test of theoretical postulates proposed by Olson, Russell, and Sprenkle (1983) using a matched set of adolescents and their parents. One set of families (n = 40) consisted of adolescents who had been unsuccessful in public school and were attending alternative schools, while the other (n = 52) was a matched group of public school adolescents and their families. Results showed predicted differences in the direction of greater balanced functioning (i.e., optimal cohesion and adaptability) and more positive communication in the public school families. Public school families also perceived greater congruence between perceived and ideal family functioning. Congruence and differences between adolescent and parent perceptions, the importance of positive communication for optimal functioning, and implications for family treatment are discussed.     

Are the Kids Alright? Rawls, Adoption, and Gay Parents

Scholars have extensively debated the family’s place within liberalism, generally, and specific attention and critique has been given to the family in Rawls’ work. What has received less focus are the requirements of parents in a Rawlsian polity and, further, what those requirements might imply for the one case where states explicitly regulate the process of becoming parents: adoption. This paper seeks to discover what might be required of parents, adoptive or otherwise, in a Rawlsian social contract state. Second, it considers adoptive parent selection in light of these requirements as well as Rawls’ arguments regarding merit and fair equality of opportunity. Finally, it considers what such a merit-based selection of adoptive parents implies for the disputed rights of same-sex couples to adopt children. Further, because the question of merit in this case will hinge upon what it means to be a “fit parent,” it also draws upon relevant empirical social science studies regarding gay and lesbian parents. The paper, then, evaluates both the theoretical and empirical validity of generalized claims that same-sex couples are less fit to be parents than are heterosexual couples.